Using Koehler and Mishra's framework for TPACK (as referenced in AACTE, 2008) van Olphen (2008a) described the main assumptions of TPACK in second languages. van Olphen described that the foundation of good language teaching with technology requires an understanding of the way cultural and lingusitic can be represented using technology; educational approaches to how language teaching that draw from socio-constructivist philosphies to develop the students' language and cultural capabilities; a knowledge of what makes language learning easy, and what slows it down and how technology can can refresh approaches to common problems that students face; a comprehension of students' prior knowledge and knowledge of second language acquisition and cognitive development theories; and an awareness of how technologies can be used to progress present learning and develop new knowledge while sustaining previous ones (as cited in AACTE, p. 117).
In this project, students learn about Spanish speaking countries in preparation for a digital video journal that they will be creating. Students gather information using a Boolean search.
Students create a digital video "travel journal" about their experience in a Spanish-speaking country. This project assess grammar and vocabulary from a unit on airplane travel.
Students create a Wiki about the "Operación Condor." Students individually research this topic and then, as a group, they create a Wiki article on this topic, through which they have an opportunity to explore and construct knowledge on this event as they edit, change, and add information to the Wiki article.
Use this document by Marcela van Olphen, and by Mark Hofer & Judi Harris, to develop and or refine world languages learning activities and teaching strategies within the framework of TPCK, and aligned with the American Council on the Teaching of Foreign Languages (ACTFL) Standards for Foreign Language Learning (for more information on ACTFL Standards for Foreign Language Learning click on http://www.actfl.org/publications/all/national-standards-foreign-language-education )
Research: A brief review of the literature
Technology in teaching preparation programs
There is a general agreement in the literature and among world languages educators that the use of technology in the teaching of world languages is only natural. In the 21st century students have grown up using internet and other technologies and teachers, who did not grow up with such technology, have developed an understanding of it. These teachers understand that technology application and alignment with basic second language pedagogical principles of Second Language Acquisition (SLA) theories and teaching methods and strategies, based on content and proficiency levels, will help them meet the objectives of teaching and learning a world language. In other words, technology in the world language classroom is a tool that if aligned accordingly to pedagogy and content will advance world language learners’ proficiency in ways that cannot be done otherwise. It is therefore puzzling, as described by van Olphen (2008a), that the American Council on the Teaching of Foreign Languages (ACTFL), the Teachers of English to Speakers of Other Languages (TESOL), and the National Council for Accreditation of Teacher Education (NCATE) national standards for teacher education programs, do not include a specific standard related to teachers’ knowledge on the integration of technology in the teaching of world languages (as cited in AACTE, p.108). Interestingly however, most teacher education programs in higher education required at least three semester hours of a technology-based class, in which world languages teacher candidates have the opportunity to incorporate technology into the teaching of content, and later, in the world languages teaching methods class, use technology as a teaching strategy.
Using technology to teach and learn aspects of language: Literature review
A brief literature review showed that technology use help teachers and language learners advance language. Some researchers investigated the impact of Computer Assisted Language Learning (CALL) and Computer Mediated Communication (CMC) technology - terms used to refer to the application of computers to the teaching and learning of world languages – on the development of Second Language (L2) skills. Beauvois (1997) found that technologies like video conferencing Wimba Voice promote extensive oral production in the L2 which enhance L2 speaking proficiency skills. Jones and Plass (2002) concluded that listening activities of multimedia with written and pictorial annotations facilitated the acquisition of vocabulary skills. Similarly, Tetyana Sydorenko (2010) in her study on the effects of images, audio and caption technology on the acquisition of L2 vocabulary found that these visuals and auditory modalities mediated technology enhanced language acquisition. According to Meskill (2005) most of the computer-assisted or CMC tasks and activities in the L2 are developed within the framework of interactionist perspective that views technology as a new social interaction tool that either facilitates or impedes language learning.
Technology in the L2 classroom: TPCK framework
Low-level technologies like blackboards, whiteboards, and overhead projectors are being complemented or replaced by high-level technologies like digital smartboards. As an alternative to a multimedia lab, the Internet, LCD projector, document camera, VCR/DVD, CD players, or iPods/MP3 players can assist in the development of L2 listening skills through structured listening activities. One example is to listen to the content of a documentary and answer to questions for understanding posted by the instructor or listening to a short video and summarize its main ideas. In addition, emails and text messaging technologies used as means to exchange information in the L2 and based on authentic performance and assessment pedagogy enhance communicative writing skills. One authentic activity could be asking students to exchange information and or ask questions about an upcoming classroom project. Likewise, using blogs and wiki’s facilitate extended writing skills in the L2. Learners are encouraged to develop their ideas, thus using extensive vocabulary and varied syntax. Social networks such as Facebook and Friendster learners are able to connect with peers of the L2 target language and culture. These technologies usage to advance L2 learning are supported by the SLA sociocultural theory of culturally sensitive social interaction. To enhance the teaching of L2 speaking Podcasts may be an effective technology. By using an iPod or an MP3 player, teachers can create their own lessons and students can create their own video, audio, music, and voice at http://www.boxpopuli.com or by using iTunesU at http://www.apple.com/itunesuu (Shrum & Glisan, 2010).
Koehler and Mishra (2008) explained that "Functional fixedness often stands in the way of creative uses of technologies" (as cited in AACTE, 2008, p.6), however, any technological tool that may seem irrelevance to L2 teaching and learning can be a useful tool. Technologies like digital cameras and Internet websites could enhance L2 teaching and learning, for instance, requiring students to go to costamar.com: http://us.costamar.com/switchLanguage.costamar?lang=es&location=Oki a travel agency website to complete a language-based writing activity, to suggest a trip in the L2.
For more detailed descriptions of the application of TPCK in world languages teaching and learning, see Lesson Plans - Learning Activities using TPCK documents above.
According to Rodriguez-van Olphen (2002), research findings indicate that when world language teachers have an understanding of TPCK premises, they have a basis to enhance second language teaching and learning (as cited in van Olphen, 2008b).
Beauvois, M. (1997). Computer-mediated communication (CMC): Technology for improving speaking and writing. In M. Bush & R. Terry (Eds.), Technology-enhanced language learning (pp. 165-184). Lincolnwood, IL: National Textbook Company.
Jones, L.C., & Plass, J.L. (2002). Supporting listening comprehension and vocabulary acquisition with multimedia annotations. The Modern Language Journal, 86, 546-561.
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Technology and Innovation (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp.3-29). New York, NY: Routledge, Taylor, & Francis.
Meskill, C. (2005). New trends in using technology in the language curriculum. Language Learning & Technology, 9(1), 46-59.
Shrum, J. L., & Glisan, E. W. (2010). Teacher's handbook: Contextualized language instruction (4th ed.). Boston: Cengage.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology,14(2), 50-73.
van Olphen, M. (2008a). TPCK: An integrated framework for educating world language teachers. In AACTE Committee on Technology and Innovation (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp.107-128). New York, NY: Routledge, Taylor, & Francis.
van Olphen, M. (2008b).World Language Teacher Education and Educational Technology: A Look into CK, PCK, and TPCK. Paper Presented at the Annual Meeting of the American Educational Research Association New York City, March 24-28.
“World Languages Learning Activity Types” by Marcela van Olphen, Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net
TPACK in World Languages
What does TPACK look like in World Languages?
Table of Contents
TPACK for languages on Prezi
A great visual represenation of TPACK in World Languages.
A great perspective on speaking more than one language. Found on www.youtube.com
Lesson Plans - Learning Activities using TPACK
Research on Spanish Speaking Countries Activity
In this project, students learn about Spanish speaking countries in preparation for a digital video journal that they will be creating. Students gather information using a Boolean search.
Digital video project
Students create a digital video "travel journal" about their experience in a Spanish-speaking country. This project assess grammar and vocabulary from a unit on airplane travel.
Oparation Condor: Latin America Dictatorship
Students create a Wiki about the "Operación Condor." Students individually research this topic and then, as a group, they create a Wiki article on this topic, through which they have an opportunity to explore and construct knowledge on this event as they edit, change, and add information to the Wiki article.
Resources for incorporating TPACK in World Languages
Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (2008).
www.gloster.com Use the website to have students build posters in the target language!
www.pixton.com Use this website to have students create comics in the target language!
www.audacity.sourceforge.net -Use for audio recordings in the target language.
http://windows.microsoft.com/en-US/windows7/products/features/movie-maker- Use this link to download Windows Movie Maker for free!
Use this document by Marcela van Olphen, and by Mark Hofer & Judi Harris, to develop and or refine world languages learning activities and teaching strategies within the framework of TPCK, and aligned with the American Council on the Teaching of Foreign Languages (ACTFL) Standards for Foreign Language Learning (for more information on ACTFL Standards for Foreign Language Learning click on http://www.actfl.org/publications/all/national-standards-foreign-language-education )
Research: A brief review of the literature
Technology in teaching preparation programsThere is a general agreement in the literature and among world languages educators that the use of technology in the teaching of world languages is only natural. In the 21st century students have grown up using internet and other technologies and teachers, who did not grow up with such technology, have developed an understanding of it. These teachers understand that technology application and alignment with basic second language pedagogical principles of Second Language Acquisition (SLA) theories and teaching methods and strategies, based on content and proficiency levels, will help them meet the objectives of teaching and learning a world language. In other words, technology in the world language classroom is a tool that if aligned accordingly to pedagogy and content will advance world language learners’ proficiency in ways that cannot be done otherwise. It is therefore puzzling, as described by van Olphen (2008a), that the American Council on the Teaching of Foreign Languages (ACTFL), the Teachers of English to Speakers of Other Languages (TESOL), and the National Council for Accreditation of Teacher Education (NCATE) national standards for teacher education programs, do not include a specific standard related to teachers’ knowledge on the integration of technology in the teaching of world languages (as cited in AACTE, p.108). Interestingly however, most teacher education programs in higher education required at least three semester hours of a technology-based class, in which world languages teacher candidates have the opportunity to incorporate technology into the teaching of content, and later, in the world languages teaching methods class, use technology as a teaching strategy.
Using technology to teach and learn aspects of language: Literature review
A brief literature review showed that technology use help teachers and language learners advance language. Some researchers investigated the impact of Computer Assisted Language Learning (CALL) and Computer Mediated Communication (CMC) technology - terms used to refer to the application of computers to the teaching and learning of world languages – on the development of Second Language (L2) skills. Beauvois (1997) found that technologies like video conferencing Wimba Voice promote extensive oral production in the L2 which enhance L2 speaking proficiency skills. Jones and Plass (2002) concluded that listening activities of multimedia with written and pictorial annotations facilitated the acquisition of vocabulary skills. Similarly, Tetyana Sydorenko (2010) in her study on the effects of images, audio and caption technology on the acquisition of L2 vocabulary found that these visuals and auditory modalities mediated technology enhanced language acquisition. According to Meskill (2005) most of the computer-assisted or CMC tasks and activities in the L2 are developed within the framework of interactionist perspective that views technology as a new social interaction tool that either facilitates or impedes language learning.
Technology in the L2 classroom: TPCK framework
Low-level technologies like blackboards, whiteboards, and overhead projectors are being complemented or replaced by high-level technologies like digital smartboards. As an alternative to a multimedia lab, the Internet, LCD projector, document camera, VCR/DVD, CD players, or iPods/MP3 players can assist in the development of L2 listening skills through structured listening activities. One example is to listen to the content of a documentary and answer to questions for understanding posted by the instructor or listening to a short video and summarize its main ideas. In addition, emails and text messaging technologies used as means to exchange information in the L2 and based on authentic performance and assessment pedagogy enhance communicative writing skills. One authentic activity could be asking students to exchange information and or ask questions about an upcoming classroom project. Likewise, using blogs and wiki’s facilitate extended writing skills in the L2. Learners are encouraged to develop their ideas, thus using extensive vocabulary and varied syntax. Social networks such as Facebook and Friendster learners are able to connect with peers of the L2 target language and culture. These technologies usage to advance L2 learning are supported by the SLA sociocultural theory of culturally sensitive social interaction. To enhance the teaching of L2 speaking Podcasts may be an effective technology. By using an iPod or an MP3 player, teachers can create their own lessons and students can create their own video, audio, music, and voice at http://www.boxpopuli.com or by using iTunesU at http://www.apple.com/itunesuu
(Shrum & Glisan, 2010).
Koehler and Mishra (2008) explained that "Functional fixedness often stands in the way of creative uses of technologies" (as cited in AACTE, 2008, p.6), however, any technological tool that may seem irrelevance to L2 teaching and learning can be a useful tool. Technologies like digital cameras and Internet websites could enhance L2 teaching and learning, for instance, requiring students to go to costamar.com: http://us.costamar.com/switchLanguage.costamar?lang=es&location=Oki a travel agency website to complete a language-based writing activity, to suggest a trip in the L2.
For more detailed descriptions of the application of TPCK in world languages teaching and learning, see Lesson Plans - Learning Activities using TPCK documents above.
According to Rodriguez-van Olphen (2002), research findings indicate that when world language teachers have an understanding of TPCK premises, they have a basis to enhance second language teaching and learning (as cited in van Olphen, 2008b).
Refences
Beauvois, M. (1997). Computer-mediated communication (CMC): Technology for improving speaking and writing. In M. Bush & R. Terry (Eds.), Technology-enhanced language learning (pp. 165-184). Lincolnwood, IL: National Textbook Company.Jones, L.C., & Plass, J.L. (2002). Supporting listening comprehension and vocabulary acquisition with multimedia annotations. The Modern Language Journal, 86, 546-561.
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Technology and Innovation (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp.3-29). New York, NY: Routledge, Taylor, & Francis.
Meskill, C. (2005). New trends in using technology in the language curriculum. Language Learning & Technology, 9(1), 46-59.
Shrum, J. L., & Glisan, E. W. (2010). Teacher's handbook: Contextualized language instruction (4th ed.). Boston: Cengage.
Sydorenko, T. (2010). Modality of input and vocabulary acquisition. Language Learning and Technology, 14(2), 50-73.
van Olphen, M. (2008a). TPCK: An integrated framework for educating world language teachers. In AACTE Committee on Technology and Innovation (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp.107-128). New York, NY: Routledge, Taylor, & Francis.
van Olphen, M. (2008b).World Language Teacher Education and Educational Technology: A Look into CK, PCK, and TPCK. Paper Presented at the Annual Meeting of the American Educational Research Association New York City, March 24-28.
van Olphen, M., Hofer, M., & Harris, J. (2011, February). World languages learning activity types. Retrieved from College of William and Mary, School of Education, Learning Activity Types Wiki: http://activitytypes.wmwikis.net/file/view/WorldLanguagesLearningATs-Feb2011.pdf
“World Languages Learning Activity Types” by Marcela van Olphen, Mark Hofer and Judi Harris is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. Based on a work at activitytypes.wmwikis.net